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Introduction ............................................................................................... 2
Theoretical Framework .............................................................................. 3
Learners Background ................................................................................ 5
Taped interview6
Analysis and assessment of specific diagnosis.7
Proposal LLS Lesson Plan..10
One to one lesson.12
Discussion and conclusion.13
References..14
Introduction
Theoretical Framework
Learners background
The learners name is Isidora Sez, and she is currently fifteen years old.
She is from Talcahuano and she is finishing her second year of elementary school
at Colegio del Sagrado Corazn located in Concepcin. She lives with her family
which according to her has always value the power of English. Isidora likes music
in English and says that if she has the opportunity to study English again, she
would do it.
Isidora has always studied in semi-private schools (Colegio Talcahuano in
her elementary level, and Colegio Sagrado Corazn in her secondary level). She
remembers that her first approach to English was in her 5th grade at elementary
schools and she remarks that the teaching methods used by her teacher in those
years were not the best. Written activities were emphasized and little or no
feedback was given. She also tells that she did not learn anything because the
activities were mainly focused on grammar and listening, while speaking and
reading were left aside. Isidora emphasized that even though that experience was
not the best, she really likes English. Once she turned eight she attended lessons
for a period of 2,5 years in Instituto Britanico in Concepcion, with the purpose of
filling the void that her classes at school were leaving. In Isidoras family, as was
already mentioned, the power of the English language has always been
emphasized as way to access to better social and working conditions. Another
example of her experience with English is the one that she is experiencing now.
Our student says that the approach which her teacher uses is tremendously
different from the one already mentioned. L1 is left behind at least a 90% of the
time using it only as a resource to clarify instructions, pantomime and mimics are
also used for enhancing learners understanding. Speaking is highly valued by
means that most of the tasks that they are given are spoken; however, there is
little or no S-S interaction, all the speaking tasks are worked individually and then
reported to the teacher.
TESTING
Taped interview
Interviewer: I
Student: S
NOTE: Because of the level of English of our student and her lack of vocabulary
some of the questions were explained beforehand.
In general, there were three aspects regarding Isidoras speech that caught
our attention. Grammar, pronunciation and lexis were the major weak points which
were evident throughout the questionnaire. At the moment of asking about
learning strategies the student felt puzzled so we had to explain what learning
strategies were before taping the definite answer.
Phonological analysis
Example 1
Isidora tended to mispronounce final sounds more than one time, as well as,
consonants and vowels. The reason of the first mistake made is based on the
interference of her mother tongue. The interviewer pronounced /t/ instead of // in
the word English since in Spanish the phoneme // is associated with a low social
WORD
ENGLISH
RP
/.l/
STUDENT
/.lt/
Example 2
The second error has to do with stress. Isidora, when uttering the word fifteen,
tended to put the stress in the wrong syllable which in this case is the first one
/ff/. This kind of mispronunciation is recognized afterwards as a consequence of
the lack of interactions in the classroom.
WORD
FIFTEEN
RP
/fftin/
STUDENT
/ff.tin/
In general, from what the student told, the mispronunciation is a cause of a lack of
correction and feedback while speaking, which can result in a fossilization of
mispronunciation. Therefore, correction will be within our lesson plan in order to
assess pronunciation.
Grammatical analysis
Example 1
Isidora made mainly morphological and syntactical errors, but in the following
example, the second type of error is presented. She omitted one important
constituent in the sentence which is the personal pronoun it. Again, it might have
been the interference of her mother tongue, since in Spanish pronouns tend to be
omitted.
This interference is shown in the following sentence: because is very difficult to
me
Isidora should have said: because it is very difficult for me
Example 2
In the second mistake regarding grammar, Isidora misused the possessive
pronoun its. Instead of the recent type of pronoun mentioned, Isidora should
have used the personal pronoun which in this case is it. In the same sentence
and with the first mistake fixed in this example, we can find a morphological
mistake concerning the omission of the s in the finite verb of the sentence
help. This type of error would be what Larsen Freeman calls inert knowledge
which means that Isidora might know the rule and even make a good use of it in
her writings thanks to her monitor; nevertheless, she cannot use it while speaking
or in spontaneous conversations.
The mistake is illustrated in the line ___: because its help me a lot
Isidora should have said: because it helps me a lot
The lack of vocabulary that the learner has, made the taped interview shorter than
we expected, because the student recognized that although she knew the answers
to the questions and that she fully understood them , she was not able to expand
her answers in a way so as to express the whole answer that she wanted to give.
After analyzing which aspect deserved an immediate preoccupation, we decided
that vocabulary was vital in order to develop spoken and written fluency and
reading and listening understanding. It is important to highlight that while we are
able to understand a text with mistakes in grammar, words are essential for the
understanding of a message (Lightbown & Spada 2006:96). Words are the carriers
of the meaning in communication all over the world; therefore, we think that
teachers should emphasize on the teaching of vocabulary in order to provide them
with the basic foundations to develop skills. Nevertheless, the value of vocabulary
must be managed carefully in a way that the teaching of the words always needs a
use according to the level of proficiency of the target language that our student
interviewed has.
As expressed by Nation (2001), Words are not isolated units of language, but fit
into many interlocking systems and levels. Because of this, there are many things
to know about any particular word and there are many degrees of knowing.
Furthermore, when talking of the degrees of knowing we must consider that
knowing a word is more than knowing the meaning, but it is to know the word at a
practical level (being able to use it at any moment and in any environment in
which the word can be used), and a receptive one (meaning, transcription,
semantic family).
LANGUAGE: English
Preparation
Teacher asks Isidora if she has ever had problems with communication
because of her lack of vocabulary. She asks: have you been in a situation in which
you cannot find the words to express your ideas? Have you ever said I know the
word but I dont remember it? If it is so, what did you do in order to get out of
trouble? Or did it stop you from what you wanted to say?
The teacher tells a story (while showing a picture): Once I was invited to a
very important ceremony. After it, we had dinner together with special meals, as
well as guests. While eating, I needed a napkin but I did not remember the
word! I was desperate for my mouth was dirty, and I didnt want anyone to see it
in that way. What do you think I did? (Students give possible answers) I used body
language describing what the object meant for, and I looked at it, so of course the
person next to me understood and gave the napkin.
There is a discussion among the student and the teacher about the
alternatives that the teacher used in order to make herself understood. Isidora is
asked about how her teacher would have felt if she wouldnt have been able to
ask for what she wanted. The teacher monitors for a while in order to check
pronunciation mistakes and clear doubts.
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Presentation
Teacher tells Isidora that she is going to learn a strategy which is going to
be helpful if she wants to say a word or phrase which she does not remember at
the moment of speaking. The strategy is called substitution and the purpose of it
is to paraphrase or substitute the word you dont remember so you can express
your ideas fluently and maintain a conversation anyway.
Again, teacher shows another example of a situation in which the strategy
being taught is explicitly used.
Practice
Teacher gives the student a list of words can be useful when eating out and
which synonyms for each have to be looked up by Isidora. When that task is done,
Isidora is asked to share her answers with the teacher. After that, they both have
to find the different possibilities of replacing the exact words they might not
remember in an imaginary situation in a restaurant. When they are done, they
have to act out the sample of the situation.
Evaluation
Was the strategy difficult to manage?
Did I use the strategy?
Did the strategies help me? Why? Why not?
I used other strategies:
Expansion
Isidora is asked to take notes and describe an experienced situation in
which she does not remember a word, but eventually she makes use of the
strategy recently taught. The idea is meant to help her to practice the strategy in a
real life context and to see how effective it is according to the students
metacognitive abilities.
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References
Lightbown, P. & Spada, N. (2006) How Languages are Learned 3rd Ed Oxford:
Oxford University Press
Ministerio de Educacin (2012) Bases curriculares. Idioma extranjero ingls.
Educacin Bsica. Santiago. Gobierno de Chile.
Nation, P. (2001). Learning vocabulary in another language. Cambridge:
Cambridge University Press.
O'Malley, J.M. & Chamot, A.U. (1990). Learning Strategies in Second Language
Acquisition. Cambridge: Cambridge University Press.
Oxford, R. (1990). Language Learning Strategies: What every teacher should
know. Heinle & Heinle: Boston.
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